ASE 2018
The A-level Biology essay
Accompanying materials
January 2018
AQA Education (AQA) is a re gistered charity (number 1073334) and a company limite d by g uarantee re gistered in
Eng land and Wales (number 3644723). Our registered address is AQA, De vas S treet, Manchester M15 6EX.
AQA Education (AQA) is a re gistered charity (number 1073334) and a company limite d by g uarantee re gistered in
Eng land and Wales (number 3644723). Our registered address is AQA, De vas S treet, Manchester M15 6EX.
2 of 40
Contents
Contents
Page
Slides
4
Levels mark scheme
15
Specimen answer 1
18
Specimen answer 2
26
Specimen answer 3
32
Notes
37
AQA Education (AQA) is a re gistered charity (number 1073334) and a company limite d by g uarantee re gistered in
Eng land and Wales (number 3644723). Our registered address is AQA, De vas S treet, Manchester M15 6EX.
3 of 40
Presentation slides
AQA Education (AQA) is a re gistered charity (number 1073334) and a company limite d by g uarantee re gistered in
Eng land and Wales (number 3644723). Our registered address is AQA, De vas S treet, Manchester M15 6EX.
4 of 40
The A-level Biology essay
Ariadne Baker
January 2018
1
Copyright © AQA and its licensors. All rights reserved.
The essay is a synoptic exercise
•
As with the legacy specification BIOL5 paper, Paper 3 has a free
response essay addressing a theme in a title, with a choice from two
titles.
•
The essay is designed to assess whether students can bring together
material from a range of topics to illustrate and explain an important
concept or idea.
•
The essay is not just a memory test of what a student knows – it is also a
test of whether they have some understanding of what they have learnt
and can apply what they know.
•
Marks are about equal for both aspects – average to lower marks tend to
be where students focus mainly on AO1 rather than AO2.
2
Copyright © AQA and its licensors. All rights reserved.
What we expect from students in the essay
•
To identify an underlying theme or idea in an essay title – it will be a ‘big
idea’, not a minor topic.
•
To select five or six different examples that they can use to illustrate the
theme or idea.
•
To write a reasonable paragraph about each example (using appropriate
A-level terminology), pointing out how it illustrates the theme or idea.
3
Copyright © AQA and its licensors. All rights reserved.
What the essay is not
•
‘Think of every possible thing that relates to the title and write as much as
you can about it, with no thought of the main theme/idea.’
• This would make it just a memory test (AO1).
•
‘Write at a very high level (above A-level) about one or two topics.’
• This is not a synoptic approach. We do not wish to encourage learning
of rote answers involving one or two important topics which might apply
to many titles – eg respiration.
4
Copyright © AQA and its licensors. All rights reserved.
The content of essay responses
Content has to be of A-level standard to score highly – this includes
scientific terminology and the explanation of ‘importance’.
•
Example – importance of gas exchange in humans – many students gave
reasonable degrees of detail about gas exchange in the lungs. Most then
said this was important ‘to stay alive’, or ‘for respiration’ – not A-level
standard.
•
Strongest responses linked oxygen uptake to oxidative phosphorylation in
respiration, as a source of most of the ATP the body requires.
•
Or to prevent increase in concentration of carbon dioxide in blood –
leading to fall in pH and adverse effects on eg enzymes.
5
Copyright © AQA and its licensors. All rights reserved.
Levels mark scheme
•
The statements in the levels mark scheme are based on the descriptors for
the essay in the previous specification.
•
The expectation was that the outcomes would be very similar to those for
the essay in BIOL5 – this proved to be the case.
•
This year, the mean mark for the essay was 14.1 and the SD 5.0 – both
slightly higher than for 2016 BIOL5.
•
The discrimination index was 0.52 – equal highest on the paper and
(historically) high for any question on a Biology paper – this means that
there is strong correlation between performance on the essay and
performance on the paper as a whole.
6
Copyright © AQA and its licensors. All rights reserved.
Levels mark scheme
•
A commentary has been produced that gives further clarification of some of
the statements in the levels mark scheme – in booklet.
•
This summer’s paper was standardised face-to-face, to give the same
information to examiners.
•
Note the important impacts of significant errors and irrelevant passages.
•
Without these, content has to be sufficiently good to qualify for a given
level.
7
Copyright © AQA and its licensors. All rights reserved.
Advice for the essay
•
Any plan is purely for the student’s use.
•
The essay is a prose exercise – unless a plan is written as a series of
sentences (ie as an essay), it won’t add to the mark for the essay. The
same applies to diagrams/drawings – they would have to be very heavily
annotated to count.
•
No introduction or conclusion is required – it wastes time that could be
used for more content.
•
Content from ‘several’ topic areas is required – we have defined four
topics as the minimum for ‘several’ – five or six might be safer, since the
amount of A-level content in the essay affects the level.
8
Copyright © AQA and its licensors. All rights reserved.
Advice for the essay
•
The levels scheme states that more than two A-level topics need to be
addressed to get higher than 10 marks.
•
A minimum of four topics is required to get higher than 15 marks.
•
A topic area is a numbered sub-section in the specification.
• For example, for the 2017 ‘diffusion’ essay, gas exchange (3.3.2) was a
topic area.
• A few students wrote almost entire essays about different gas
exchange systems – this made their essay ‘unistructural’, with a
maximum of 6 to 10 marks.
9
Copyright © AQA and its licensors. All rights reserved.
Advice for the essay
•
It might be possible to construct an essay around a single example – but
not required.
•
A-level detail is required – though not necessarily all the detail of a
particular topic, just the relevant detail.
•
A-level terminology is required and more important than grammar –
this is an exercise concerned with biology, not English.
10
Copyright © AQA and its licensors. All rights reserved.
Advice for the essay
•
An essay containing only GCSE-level material can score a maximum of
5 marks.
•
If asked about the importance of something, factual detail and
explanation of importance have to be at A-level standard to score
above 15 marks.
•
An example not from the specification has to be at (or above) A-level
standard – not GCSE, or what anyone who hasn’t studied A-level Biology
would know.
• This example is only essential if a student is aiming for top marks ie
24/25 out of 25 – students can still score 23 out of 25 without examples
not from the specification.
• Example – quite a few students made reference to cystic fibrosis in
essays about diffusion – relatively few made accurate links to this
condition and chloride ion channel protein, diffusion and/or water
potentials and osmosis.
11
Copyright © AQA and its licensors. All rights reserved.
Sample essays
Three essays with annotations – ten available from 2014 on website.
Four 2017 essays available with feedback materials on e-AQA soon.
Familiarise yourself with the levels mark scheme.
Read the essays and look for the following:
• Are they using A-level content and terminology?
• Do they address the biological importance of what they write about – and
at what level – is it A-level?
• Are there significant errors – things that are biologically wrong and greatly
affect the sense of what they are trying to say?
• Are there passages that are not relevant – or that they do not make
relevant?
12
Copyright © AQA and its licensors. All rights reserved.
Preparing students for the essay
•
Practice! Could start at AS, with titles that address ‘big ideas’ in sections.
•
When teaching, point out connections between parts of the specification.
• Especially through the ‘big ideas’ outlined at the start of each section.
•
Encourage outside reading – eg Biological science review – which will
help them to put what they learn into broader contexts. To get a top mark
(24 or 25) in the essay, we will look for some evidence (at least in one
topic) of reading beyond the specification.
•
Example – Membranes are important in many processes in cells.
• What could be the theme of the essay?
• What might be suitable topic areas?
13
Copyright © AQA and its licensors. All rights reserved.
Preparing students for the essay
•
Theme/idea – the role of membranes in processes – not just processes
that involve membranes.
•
Suitable topics include transport across membranes, protein synthesis,
immune response, exchange surfaces, photosynthesis, respiration,
receptors (in various topics such as insulin action), neurones, synapses,
muscle contraction…
14
Copyright © AQA and its licensors. All rights reserved.
Preparing students for the essay
Example – photosynthesis.
•
Weaker answers will focus on all of photosynthesis – as a process
involving membranes – perhaps mention membranes in chloroplasts (this
approach would gain a maximum of about 18 out of 25).
•
Good answers will focus on thylakoid membranes in the chloroplast and
the roles of components of these membranes in holding pigments,
components of the electron transfer chain, ATP synthase and the
membrane as a barrier allowing maintenance of a proton gradient – and,
perhaps, role of membranes in maintaining the special chemical
environment inside chloroplasts.
15
Copyright © AQA and its licensors. All rights reserved.
Preparing students for the essay
•
At the end of each topic, make links to other topics to encourage answers
to the essay question become more synoptic.
•
Regularly give students an essay title. Ask them to list the topics that could
be written about for that title.
•
Draw mind maps with students showing the topics that could be linked to
an essay title and the links between them.
•
At the end of each teaching each topic, give a series of essay titles and
ask students to write a paragraph on the topic and how it links to that title.
•
Students write essays and peer-assess each others’ work.
•
Remember students should include five/six topics in the essay and the
essay should take about 40 minutes to write.
16
Copyright © AQA and its licensors. All rights reserved.
How did we do?
•
Please rate this session on the Sched Conference app.
•
Using the post-its provided, please write:
• one thing you enjoyed about our session or will take away for your
teaching
• one thing you feel could be improved.
Stick these on the feedback poster as you leave.
•
17
Copyright © AQA and its licensors. All rights reserved.
Get in touch
Contact us
aqa.org.uk/contact-us
Customer Support Team
01483 477756
alevelscience@aqa.org.uk
Events Team
0161 696 5994
events@aqa.org.uk
aqa.org.uk/professional-development
18
Copyright © AQA and its licensors. All rights reserved.
Thank you
19
Copyright © AQA and its licensors. All rights reserved.
Levels mark scheme
Question 7 Level of response marking guidance
Level of response marking instructions
Level of response mark schemes are broken down into five levels, each of which has a
descriptor. The descriptor for the level shows the average performance for the level. There are
five marks in each level. Thus the descriptor for the level represents the mid mark in that level.
Before you apply the mark scheme to a student’s answer, read through the answer and annotate
it (as instructed) to show the qualities that are being looked for. You can then apply the mark
scheme.
Step 1 Determine a level
Start at the lowest level of the mark scheme and use it as a ladder to see whether the answer
meets the descriptor for that level. The descriptor for the level indicates the different qualities that
might be seen in the student’s answer for that level. If it meets the lowest level then go to the
next one and decide if it meets this level, and so on, until you have a match between the level
descriptor and the answer. With practice and familiarity you will find that for better answers you
will be able to quickly skip through the lower levels of the mark scheme.
When assigning a level you should look at the overall quality of the answer and not look to pick
holes in small and specific parts of the answer where the student has not performed quite as well
as the rest. If the answer covers different aspects of different levels of the mark scheme you
should use a best fit approach for defining the level and then use the variability of the response
to help decide the mark within the level. i.e. if the response is predominantly level 3 with a small
amount of level 4 material it would be placed in level 3 but be awarded a mark near the top of the
level because of the level 4 content.
Step 2 Determine a mark
Once you have assigned a level you need to decide on the mark. The descriptors on how to
allocate marks can help with this. The exemplar materials used during standardisation will help.
There will be an answer in the standardising materials which will correspond with each level of
the mark scheme. This answer will have been awarded a mark by the Lead Examiner. You can
compare the student’s answer with the example to determine if it is the same standard, better or
worse than the example. You can then use this to allocate a mark for the answer based on the
Lead Examiner’s mark on the example.
You may well need to read back through the answer as you apply the mark scheme to clarify
points and assure yourself that the level and the mark are appropriate.
Indicative content in the mark scheme is provided as a guide for examiners. It is not intended to
be exhaustive and you must credit other valid points. Students do not have to cover all of the
points mentioned in the indicative content to reach the highest level of the mark scheme.
An answer which contains nothing of relevance to the question must be awarded no marks.
AQA Education (AQA) is a re gistered charity (number 1073334) and a company limite d by g uarantee re gistered in
Eng land and Wales (number 3644723). Our registered address is AQA, De vas S treet, Manchester M15 6EX.
15 of 40
21–25
Extended Abstract
Generalised beyond
specific context
Response shows holistic approach to the question
with a fully integrated answer which makes clear links
between several different topics and the theme of the
question.
Biology is detailed and comprehensive A-level
content, uses appropriate terminology, and is very
well written and always clearly explained.
No significant errors or irrelevant material.
For top marks in the band, the answer shows
evidence of reading beyond specification
requirements.
16–20
Relational
Integrated into a whole
Response links several topics to the main theme
of the question, to form a series of interrelated
points which are clearly explained.
Biology is fundamentally correct A-level content and
contains some points which are detailed, though
there may be some which are less well developed,
with appropriate use of terminology.
Perhaps one significant error and, or, one
irrelevant topic which detracts from the overall
quality of the answer.
11–15
Multistructural
Several aspects
covered but they are
unrelated
Response mostly deals with suitable topics but they
are not interrelated and links are not made to the
theme of the question.
Biology is usually correct A-level content, though it
lacks detail. It is usually clearly explained and generally
uses appropriate terminology.
Some significant errors and, or, more than one
irrelevant topic.
6–10
Unistructural
Response predominantly deals with only one or two
topics that relate to the question.
Only one or few
aspects covered
Biology presented shows some superficial A-level
content that may be poorly explained, lacking in detail,
or show limited use of appropriate terminology.
May contain a number of significant errors and, or,
irrelevant topics.
1–5
Unfocused
Response only indirectly addresses the theme of the
question and merely presents a series of biological
facts which are usually descriptive in nature or poorly
explained and at times may be factually incorrect.
Content and terminology is generally below A-level.
May contain a large number of errors and, or, irrelevant
topics.
0
Nothing of relevance or no response.
AQA Education (AQA) is a re gistered charity (number 1073334) and a company limite d by g uarantee re gistered in
Eng land and Wales (number 3644723). Our registered address is AQA, De vas S treet, Manchester M15 6EX.
16 of 40
Commentary on terms and statements in the levels mark scheme
The levels mark scheme for the essay contains a number of words and statements that are open
to different interpretations. This commentary defines the meanings of these words and
statements in the context of marking the essay. Many words and statements are used in the
descriptions of more than one level of response. The definitions of these remain the same
throughout.
Levels mark scheme word/statement
Definition
Holistic.
Synoptic, drawing from different topics (usually
sections of the specification)
A fully integrated answer which
makes clear links between
several different topics and the
theme of the question.
All topics relate to the title and theme of the essay;
for example, explaining the biological importance of
a process.
When considering, for example, the importance of a
process, the explanation must be at A-level standard.
‘Several’ here is defined as at least four topic areas
from the specification covered. This means some
sentences, not just a word or two. It does not mean
using many examples from one topic area.
Biology is detailed and
comprehensive A-level content,
uses appropriate terminology,
and is very well written and
always clearly explained.
Detailed and comprehensive A-level content is the
specification content.
Terminology is that used in the specification.
Well written and clearly explained refers mainly to
biological content and use of terminology.
Prose, handwriting and spelling are secondary
considerations. Phonetic spelling is accepted, unless
examiners are instructed not to do so for particular
words; for example, glucagon, glucose and glycogen.
No significant errors or irrelevant
material.
A significant error is one which significantly detracts
from the biological accuracy or correctness of a
described example. This will usually involve more
than one word.
Irrelevant material is several lines (or more) that clearly
fails to address the title, or the theme of the title.
For top marks in the band, the
answer shows evidence of
reading beyond specification
requirements.
An example that is relevant to the title and is not
required in the specification content. The example must
be used at A-level standard.
Response mostly deals with
suitable topics but they are not
interrelated and links are not made
to the theme of the question.
Not addressing the biological theme of the essay
(eg importance) at A-level standard.
AQA Education (AQA) is a re gistered charity (number 1073334) and a company limite d by g uarantee re gistered in
Eng land and Wales (number 3644723). Our registered address is AQA, De vas S treet, Manchester M15 6EX.
17 of 40
Specimen answer 1
June 2014 BIOL5 10b
Script
AQA Education (AQA) is a re gistered charity (number 1073334) and a company limite d by g uarantee re gistered in
Eng land and Wales (number 3644723). Our registered address is AQA, De vas S treet, Manchester M15 6EX.
18 of 40
AQA Education (AQA) is a re gistered charity (number 1073334) and a company limite d by g uarantee re gistered in
Eng land and Wales (number 3644723). Our registered address is AQA, De vas S treet, Manchester M15 6EX.
19 of 40
AQA Education (AQA) is a re gistered charity (number 1073334) and a company limite d by g uarantee re gistered in
Eng land and Wales (number 3644723). Our registered address is AQA, De vas S treet, Manchester M15 6EX.
20 of 40
AQA Education (AQA) is a re gistered charity (number 1073334) and a company limite d by g uarantee re gistered in
Eng land and Wales (number 3644723). Our registered address is AQA, De vas S treet, Manchester M15 6EX.
21 of 40
AQA Education (AQA) is a re gistered charity (number 1073334) and a company limite d by g uarantee re gistered in
Eng land and Wales (number 3644723). Our registered address is AQA, De vas S treet, Manchester M15 6EX.
22 of 40
AQA Education (AQA) is a re gistered charity (number 1073334) and a company limite d by g uarantee re gistered in
Eng land and Wales (number 3644723). Our registered address is AQA, De vas S treet, Manchester M15 6EX.
23 of 40
AQA Education (AQA) is a re gistered charity (number 1073334) and a company limite d by g uarantee re gistered in
Eng land and Wales (number 3644723). Our registered address is AQA, De vas S treet, Manchester M15 6EX.
24 of 40
Senior examiner annotations
#
I tem
Page
Mark/
symbol
Annotation
1
10
1
0
Plan viewed, no creditable material.
2
10
2
0
Introduction. Do not view as irrelevant material.
3
10
2
0
P – Idea of light energy to chemical energy.
4
10
2
0
P – Correct reference to photolysis and using
energy from ATP and reduced NADP to form
glucose in light-independent reaction.
5
10
3
0
Et – Correct references to loss of energy between
trophic levels and the different ways in which this
occurs.
6
10
4
0
Irrelevant material about nutrient cycles.
7
10
4
0
Sr – Pacinian corpuscle converting mechanical
energy into electrical energy.
8
10
5
0
Sr – Correct reference to the functioning of light
receptors transferring light energy into electrical
energy.
9
10
6
0
Correct material about chemical energy from ATP
being converted into movement energy and used
in active transport. The error in referring to both
the stroma and the cristae as the site of ATP
production is not a significant error so does not
negate.
10
10
6
0
Mc – Noted as a topic however insufficient
material.
11
10
6
0
D – Glucose produced as a result of digestion can
then be converted into other energy forms eg heat
to maintain body temp.
Following theme using examples (holistic) –
directly addressing theme.
12
10
7
0
One irrelevant passage but, on balance, offset by
content. Nothing detailed beyond specification.
Extended abstract – awarded 22 marks.
AQA Education (AQA) is a re gistered charity (number 1073334) and a company limite d by g uarantee re gistered in
Eng land and Wales (number 3644723). Our registered address is AQA, De vas S treet, Manchester M15 6EX.
25 of 40
Specimen answer 2
June 2014 BIOL5 10b
Script
AQA Education (AQA) is a re gistered charity (number 1073334) and a company limite d by g uarantee re gistered in
Eng land and Wales (number 3644723). Our registered address is AQA, De vas S treet, Manchester M15 6EX.
26 of 40
AQA Education (AQA) is a re gistered charity (number 1073334) and a company limite d by g uarantee re gistered in
Eng land and Wales (number 3644723). Our registered address is AQA, De vas S treet, Manchester M15 6EX.
27 of 40
AQA Education (AQA) is a re gistered charity (number 1073334) and a company limite d by g uarantee re gistered in
Eng land and Wales (number 3644723). Our registered address is AQA, De vas S treet, Manchester M15 6EX.
28 of 40
AQA Education (AQA) is a re gistered charity (number 1073334) and a company limite d by g uarantee re gistered in
Eng land and Wales (number 3644723). Our registered address is AQA, De vas S treet, Manchester M15 6EX.
29 of 40
AQA Education (AQA) is a re gistered charity (number 1073334) and a company limite d by g uarantee re gistered in
Eng land and Wales (number 3644723). Our registered address is AQA, De vas S treet, Manchester M15 6EX.
30 of 40
Senior examiner annotations
#
I tem
Page
Mark/
symbol
Annotation
1
10
2
0
A – ATP included but not in context of energy
transfer.
2
10
2
0
Significant error – high to low.
3
10
2
0
No – No reference to nerves but the only place in
the spec where sodium potassium pumps are
mentioned, so accept.
4
10
2
0
D – Digestion – not enough detail.
5
10
2
0
Ab – Absorption – idea of glucose transferred into
cells but weak content.
6
10
3
0
P – Photosynthesis – A-level content.
7
10
3
0
Significant error here relating to GP and TP.
Phosphate from TP is not used to make glucose.
8
10
4
0
Ec energy transfer – some A-level content.
9
10
4
0
P – superficial photosynthesis.
10
10
4
0
Not relevant – energy transfer to atmosphere, not
within/between organisms.
11
10
4
0
Significant error.
Number of significant errors and an irrelevant
passage.
12
10
5
10
Only a couple of topics with any real A-level
content – linked to generally poor terminology.
Unistructural – awarded 10 marks.
AQA Education (AQA) is a re gistered charity (number 1073334) and a company limite d by g uarantee re gistered in
Eng land and Wales (number 3644723). Our registered address is AQA, De vas S treet, Manchester M15 6EX.
31 of 40
Specimen answer 3
June 2014 BIOL5 10b
Script
AQA Education (AQA) is a re gistered charity (number 1073334) and a company limite d by g uarantee re gistered in
Eng land and Wales (number 3644723). Our registered address is AQA, De vas S treet, Manchester M15 6EX.
32 of 40
AQA Education (AQA) is a re gistered charity (number 1073334) and a company limite d by g uarantee re gistered in
Eng land and Wales (number 3644723). Our registered address is AQA, De vas S treet, Manchester M15 6EX.
33 of 40
AQA Education (AQA) is a re gistered charity (number 1073334) and a company limite d by g uarantee re gistered in
Eng land and Wales (number 3644723). Our registered address is AQA, De vas S treet, Manchester M15 6EX.
34 of 40
AQA Education (AQA) is a re gistered charity (number 1073334) and a company limite d by g uarantee re gistered in
Eng land and Wales (number 3644723). Our registered address is AQA, De vas S treet, Manchester M15 6EX.
35 of 40
Senior examiner annotations
#
Item
Page
Mark/
symbol
Annotation
1
10
1
0
Plan noted,
2
10
2
0
Ec – Energy transfer through ecosystems noted
but not enough detail.
3
10
2
0
Photosynthesis LDR detail.
4
10
2
0
P – Photosynthesis LIR.
5
10
3
0
R – Respiration noted and ETC.
6
10
3
0
Ec again – combined with first paragraph now
sufficient detail.
7
10
3
0
D – Digestion noted but not enough detail.
8
10
4
0
F– Food production noted but not sufficient detail.
9
10
4
0
Mc – Muscle contraction and along with food
production above is given credit.
10
10
4
0
N – Nerve impulses noted but no real detail.
18
Several topics linked to title/theme. A-level detail
in some and no significant errors – or irrelevant
material.
11
10
4
Relational – awarded 18 marks.
AQA Education (AQA) is a re gistered charity (number 1073334) and a company limite d by g uarantee re gistered in
Eng land and Wales (number 3644723). Our registered address is AQA, De vas S treet, Manchester M15 6EX.
36 of 40
Notes
AQA Education (AQA) is a re gistered charity (number 1073334) and a company limite d by g uarantee re gistered in
Eng land and Wales (number 3644723). Our registered address is AQA, De vas S treet, Manchester M15 6EX.
37 of 40
Notes
AQA Education (AQA) is a re gistered charity (number 1073334) and a company limite d by g uarantee re gistered in
Eng land and Wales (number 3644723). Our registered address is AQA, De vas S treet, Manchester M15 6EX.
38 of 40
AQA Education (AQA) is a re gistered charity (number 1073334) and a company limite d by g uarantee re gistered in
Eng land and Wales (number 3644723). Our registered address is AQA, De vas S treet, Manchester M15 6EX.
39 of 40
Contact us
T: 01483 477756
E: alevelscience@aqa.org.uk
aqa.org.uk
AQA Education (AQA) is a re gistered charity (number 1073334) and a company limite d by g uarantee re gistered in
Eng land and Wales (number 3644723). Our registered address is AQA, De vas S treet, Manchester M15 6EX.
40 of 40